EFFECTIVENESS OF INDIRECT FEEDBACK FOR CORRECTION WRITING MISTAKES IN ENGLISH CLASSES AT NON-LINGUISTIC UNIVERSITIES

Abstract

The article touches upon one of today’s most controversial issues – error correction when studying English at a non-linguistic university and finding the most effective method for correcting errors in students’ written speech. Particular attention is given to the types of feedback when correcting writing mistakes in English classes at non-linguistic universities, namely direct and indirect. The article describes the major methods of correcting errors in indirect feedback, such as self-correction and peer-correction, and suggests ideas for involving students in the process of correcting written mistakes. The article also touches upon the use of codes for error correction. As a research task, the author defines an attempt to evaluate the effectiveness of indirect feedback using the self-correction technique with first year students studying English at a non-linguistic university and compare the results with the control group, in which this technique isn’t used. In the final part the conclusions are described and the data of the pedagogical experiment are presented.